Learning by teaching: exploring the factors involved in successful learning and reflecting on good practice
Healy, Jane (2008) Learning by teaching: exploring the factors involved in successful learning and reflecting on good practice. Journal of Health, Social and Environmental Issues, 9 (1). pp. 13-20. ISSN 1478-5692
A review of a selection of the literature surrounding learning and teaching in higher education outlines a number of factors pertinent to successful learning. The author examines each of these factors in turn and relates them to her own teaching experience. Consideration is first given to the contribution made by the teacher, and various theories of teaching are examined. Choice of theory of teaching carries consequences for the student’s learning experience, and the importance of teaching methods and techniques is emphasised. The relationship between learner and teacher is also crucial, as both need to engage in active dialogue and contribute to knowledge and understanding. Stimulating learning through emotions and actions is highlighted, in addition to the current emphasis on cognition. The author notes that the uses of emotion and action have, to some extent, been neglected in higher education. Critical thinking and the use of reflective dialogue are identified as two of the most significant factors; reflection allows the students to thoroughly engage and immerse themselves in their learning; whereas the very essence of what we understand as higher education is achieved by critical thinking. Transformation within the learner must also occur and involves the student actively engaging and performing within the learning process. Learner-oriented approaches touches on the current ‘deep versus surface’ debate in learning and some recent criticism of the term, and the learning environment itself must be recognised as an influential character. The responsibility of the learner themselves is also encouraged. Finally, the author reflects upon these factors in relation to contemporary higher educational settings and encourages teachers to constantly revisit and reflect upon their current teaching practice. The author concludes by recommending that teachers share examples of good practice to continue to improve student learning.
|Research Areas:||A. > School of Health and Education > Education|
|Depositing User:||Ms Jyoti Zade|
|Date Deposited:||09 Apr 2011 08:07|
|Last Modified:||06 Oct 2015 22:39|
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